Advertisement

Which Learning Theories?

  • Roderick Sims
Chapter
Part of the Educational Communications and Technology: Issues and Innovations book series (ECTII, volume 8)

Abstract

The ultimate focus of all educational design endeavours is student learning; however, as documented in the previous chapters, there are quite different perspectives in practice which can impact on the dynamic of learning and teaching. The key factors underlying those differences relate to epistemology (how we view knowledge), learning (how we transform information into knowledge) and process (the journey we undergo to achieve learning and the people and practices with whom we interact). This chapter provides an overview of the first two factors, epistemology and theories of learning, to introduce the philosophies and theories that underpin Design Alchemy. How we learn has been the subject of research and debate for centuries, and each theory has its own extensive research base; the purpose of this chapter is to identify, rather than analyse, those theories which have particular relevance to Design Alchemy. The identification of these theories and models provides a basis for a pedagogy to inform design and in doing so addresses the question guiding this chapter: which learning theories?

Keywords

Social Learning Individual Learner Situate Cognition Instructional Sequence Educational Design 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Alexander, S., & Boud, D. (2001). Learners still learn from experience. In J. Stephenson (Ed.), Teaching & learning online: Pedagogies for new technologies. Lodon: Kogan Page.Google Scholar
  2. Bandura, A. (1977). Social learning theory. New York: General Learning Press.Google Scholar
  3. Benson, K. J., & Koster, J. A. (2011). Social networks: Pedagogical tool or pedagogical threat? In T. T. Kidd & I. Chen (Eds.), Ubiquitous learning: Strategies for pedagogy, course design, and technology. Charlotte, NC: Information Age Publishing.Google Scholar
  4. Brown, J. S., Collins, A., & Duguid, S. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42.CrossRefGoogle Scholar
  5. Clancey, W. J. (1997). Situated cognition: On human knowledge and computer representations. New York: Cambridge University Press.Google Scholar
  6. Dewey, J. (1940). Education today. New York: Greenwood Press.Google Scholar
  7. Duffy, T. M., & Jonassen, D. H. (Eds.). (1992). Constructivism and the technology of instruction: A conversation. Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
  8. Earl, L. (2003). Assessment as learning: Using classroom assessment to maximise student learning. Thousand Oaks, CA: Corwin Press.Google Scholar
  9. Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model approach. New York: Springer.CrossRefGoogle Scholar
  10. Kolb, D. A., & Fry, R. (1975). Toward an applied theory of experiential learning. In C. Cooper (Ed.), Theories of group process. London: Wiley.Google Scholar
  11. Merrill, M. D., Drake, L., Lacy, M. J., Pratt, J., & The ID2 Research Group Utah State University. (1996). Reclaiming instructional design. Educational Technology, 36(5), 5–7.Google Scholar
  12. Neil, A. S. (1969). Summerhill: A radical approach to education. London: Victor Gollancz.Google Scholar
  13. Norman, D. A. (1993). Cognition in the head and in the world: An introduction to the special issue on situated action. Cognitive Science, 17(1), 1–6.CrossRefGoogle Scholar
  14. Robinson, K. (2013). How to escape education’s death valley. http://www.ted.com/talks/ken_robinson_how_to_escape_education_s_death_valley.html.
  15. Roth, W.-M., & Lee, Y.-J. (2006). Contradictions in theorising and implementing communities in education. Educational Research Review, 1(1), 27–40.CrossRefGoogle Scholar
  16. Sheldrake, R. (2011). The presence of the past: Morphic resonance and the habits of nature. London: Icon Books Ltd.Google Scholar
  17. Siemens, G. (2005). Connectivism: A learning theory for the digital age. Retrieved September 9, 2013, from http://www.elearnspace.org/Articles/connectivism.htm
  18. Skinner, B. F. (1969). Contingencies of reinforcement: A theoretical analysis. New York: Appleton.Google Scholar
  19. Steiner, R. (1919). The pedagogical basis of the Waldorf School (Translated by Catherine E. Creeger). In Rudolf Steiner in the Waldorf School: Lectures and Addresses to Children, Parents, and Teachers 1919–1924. New York: Anthroposophic Press.Google Scholar
  20. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Google Scholar
  21. Webb, R., & Sims, R. (2006). Online gaming and online gaming communities: Ten reasons why they matter. In A. Treloar & A. Ellis (Eds.) Making a difference with web technologies. Proceedings of AusWeb06, the Twelfth Australian World Wide Web Conference. Noosa Heads, QLD: Southern Cross University. http://ausweb.scu.edu.au/aw06/papers/refereed/webb/index.html

Copyright information

© Springer International Publishing Switzerland 2014

Authors and Affiliations

  • Roderick Sims
    • 1
  1. 1.KnowledgecraftWoodbumAustralia

Personalised recommendations